-Child is at risk for speech (problems in functioning of mouth, breathing, is cognitively disabled, or autistic)

-Child has feeding problems (especially beyond 3-7 months of age)

-Child has at least one part of the body that can respond consistently

-Child’s motor or neurological problems make it extremely difficult for him or her to imitate or spontaneously produce a formal sign

Communication Behaviors

-Child seeks information by touching or groping

-Child can attend to a specific object or person (primarily tactilely) for at least 10-15 seconds (holds onto mother or object)

-Child knows that objects exist even when out of sight (e.g., does not cry when mother leaves because knows mother will return)

-Child knows the meaning of a few objects (primarily tactilely) such as a bottle, toy, and blanket

-Child shows some interest in changes in the environment

-Child has a sense of control over the environment (by doing something, something will happen)

-Child can discriminate between yes and no (e.g., head nod or shake)

-Child can understand some symbols (auditorily, tactilely, visually)

-Child does not attempt to imitate formal signs that parents help him or her make

-Child does not attempt to make formal signs on his or her own

-Child has a sense of sequencing of events (e.g., first sock goes on, then shoe)

Environmental Behaviors

-Parents are supportive of using

communication aids

Visual Behaviors

-Child can discriminate simple pictures of common objects and events no larger than six inches in diameter (when shown a simple drawing of a cup, will look at a real cup)

NOTE: It is possible to obtain communication boards that have very large pictures or concrete tactile representations for children with very limited vision, however, these boards are somewhat limited in their usefulness.

Characteristics of children who may use formal coactive signs

Motor Behaviors

-Child has some degree of voluntary motor control of at least one hand